Historical Thinking in the Third Grade

Autor/in	Fillpot, Elise
Titel	Historical Thinking in the Third Grade
Quelle	In: Social Studies, 103 (2012) 5, S.206-217 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2011.622318
Schlagwörter	Evidence; Historical Interpretation; Protocol Analysis; Prior Learning; Grade 3; History Instruction; Thinking Skills; Elementary School Students; Interviews; Federal Legislation; Skill Development; Learner Engagement; Gifted; Talent; Teaching Methods + Suchen Sie Ihr Suchwort? Evidenz; Historische Interpretation; Vorkenntnisse; School year 03; 3. Schuljahr; Schuljahr 03; History lessons; Geschichtsunterricht; Denkfähigkeit; Interviewing; Interviewtechnik; Bundesrecht; Kompetenzentwicklung; Qualifikationsentwicklung; Begabter, Hoch Begabter; Begabung; Hochbegabung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article shares findings of how two third-grade children who have systematically studied history in grades K-3 analyzed historical sources on a topic about which they had no prior knowledge. In think-aloud interviews, the children analyzed written documents on the 1887 Dawes Severalty Act. One of the children, who tested on the third-grade level for reading, demonstrated extensive use of the sourcing heuristic and analogical thinking to contextualize and interpret the documents. Care and imagination seemed to facilitate the child's deployment of historical thinking. Both children informed their judgments about the Dawes Act by referencing the evidence. These findings suggest that curriculum, rather than age, is the strongest limit on U.S. elementary students' engagement in historical thinking. The findings also provide evidence of gifted and talented ability in the specific domain of historical thinking and suggest that analogical thinking deserves greater attention in our efforts to understand and teach dimensions of historical interpretation. (Contains 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10